; 537 
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THE INAUGURATION OF 



WILLIAM MARION JARDINE, B. S., LL. D. 



AS PRESIDENT OF THE 
KANSAS STATE AGRICULTURAL COLLEGE 




WILLIAM MARION JARDINE, B. S. A;, LL. D. 



THE INAUGURATION OF 

WILLIAM MARION JARDINE, B. S., LL D., 

AS PRESIDENT OF THE 
KANSAS STATE AGRICULTURAL COLLEGE 



1919 

Department of Indostrial Jonmalism and Printing 

Kansas State Agricultural College 

Manhattan 



THE INAUGURATION OF 
PRESIDENT JARDINE 

William Marion Jardine, Bachelor of Science in Ag- 
riculture, Doctor of Laws, was inaugurated as President 
of the Kansas State Agricultural College, at Manhattan, 
Kansas, on Tuesday, February 4, 1919, in the presence of 
officers of the State, representatives of other educational 
institutions, members of the faculty, alumni, students, 
and friends. 

The ceremonies incident to the inauguration formed 
the chief feature of Farm and Home Week, the annual 
period in which the Kansas State Agricultural College 
is host to Kansas farmers and farm families. 

The program of Inauguration Day was opened at 
10 o'clock in the morning with exercises in the auditorium, 
the Honorable Edward Wallis Hoch, member of the 
Board of Administration and former Governor of Kan- 
sas, presiding. 

The exercises began with Jewell's "Hail to Old 
Glory," played by the College Orchestra, during which 
the speakers and distinguished guests entered the audi- 
torium. This was followed by Moszkowski's "Malagu- 
ana," played likewise by the College Orchestra, led by 
Professor Robert Henry Brown, '98. 

Somervell's "High Over the Breakers" and "Music, 
When Soft Voices Die" were sung by the Music Faculty 
Quartet, consisting of Professor Arthur Edgar Westbrook, 
Miss Katherine Kimmel, Miss Bess Curry, and Mr. Clif- 
ford W. Johnston. 

The Divine Blessing was invoked by the Reverend 
John Mark McClelland, Doctor of Divinity, Pastor of 
the First Methodist Church, Manhattan. 

Mr. Hoch then introduced Raymond Allen Pearson, 
Bachelor of Science, Master of Science, Doctor of Agri- 
culture, Doctor of Laws, President of the Iowa State Col- 
lege of Agriculture and Mechanic Arts, who spoke as 
follows : 



4 THE INAUGURATION OF PRESIDENT JARDINE 

ADDRESS BY DOCTOR PEARSON 

Mr. Chairman. Members of the Board and of the Faculty, 
Students, and all Friends of Education: 

We have assembled to inaugurate your President 
who recently was elected by the Board of Administra- 
tion to preside over the affairs of this college. Such an 
occasion marks a new epoch in the life of an institution. 
And when an institution is so important as this one has 
become, a speaker may well feel honored, as I do, by an 
invitation to have a place on the program. 

It is my privilege to bring to you the cordial greeting 
and good wishes of Iowa State College. And although I 
have not received definite instructions from all other edu- 
cational institutions, I feel sure I am safe in saying that 
they all would rejoice with you in the events of today and 
all would join in sincere good wishes for the further ser- 
vice and development of your college under the leadership 
of President Jardine. 

He is fortunate in that he follows a man like Doctor 
H. J. Waters, who earned his enviable reputation as an 
agricultural leader and as an educator largely through 
his service as President of this institution. Doctor Wat- 
ers, ably supported by Dean Jardine and other members 
of the faculty, and strongly backed by the educational 
authorities and citizens of the state, helped to establish 
in the minds of people everywhere, facts not only as to 
the standards and character of this institution but as to the 
greatness of Kansas. 

Your new president is fortunate also in the fact that 
he is thoroughly familiar with the scope of the institu- 
tion and its purposes, its personnel, and its history. Sure- 
ly this is an auspicious beginning. 

THE SCOPE AND DEVELOPMENT OF LAND GRANT COLLEGES 

I want to say something about the service of such a 
college as this. Need I remind any one here that this 
college and one such institution in every other state are 
established and are rendering service in accordance with 
the provisions of a national law. The Act of Congress 
was passed during the dark days of the Civil War and is 
one of the most important pieces of legislation bearing 
the approval and signature of President Lincoln. It was 
the purpose of Senator Morrill, the author of the bill, and 
his colleagues in Congress to provide for the "liberal and 
practical education of industrial classes in the several 
pursuits and professions of life." They felt, and for 




RAYMOND ALLEN PEARSON, B. S., M. S., D. Agr., LL. D. 



THE INAUGURATION OF PRESIDENT JARDINE 5 

abundant good reason, that education along lines in which 
the masses were interested was being sadly neglected. 
The law requires that at such an institution the leading 
object shall be to teach subjects relating to agriculture 
and the mechanic arts. It is necessary also to include in- 
struction in military tactics, and it is permissible to in- 
clude other scientific and classical studies. 

Before the Federal legislation could become effec- 
tive in any state it was necessary that the Legislature of 
that state should formally accept the provisions of the 
national law. The Legislature of Kansas did this promptly 
in 1863. I need not take your time to review the history 
of this institution which is full of interest and which 
doubtless is known to you much better than to me. 

The land grant institutions, one in each state, con- 
stitute a group of educational centers having the same 
chief purposes. They make the largest group of insti- 
tutions of higher learning with common purposes, in all 
the world. 

Some of the older people, including myself, well re- 
member the difficulties encountered in putting agricul- 
tural instruction upon a collegiate basis and in making 
such instruction truly worth while, and then again in 
securing deserved recognition of this kind of work when 
well done. Three obstacles had to be overcome. First, 
opposition of many farmers who felt that they were not 
and could not be benefited by such institutions. There 
are some people inherently opposed to being told anything 
by anybody. In that respect I think some farmers are 
exactly like some other people who live in towns. Some 
of these farmers felt it was an acknowledgement of 
ignorance to be seen attending an agricultural institute or 
other educational meeting. Today one is more likely to 
meet a farmer who feels it is an evidence of ignorance 
not to be actively connected with and learning from some 
agricultural teaching agency. 

But too often, in the early years, farmers holding the 
opinion that they could not be taught anything were in 
the right — not because they were incapable of learning 
more but because they already knew their business better 
than some of those who were asked to teach them. 

The second obstacle was the difficulty in securing 
well trained teachers and investigators. The institu- 
tions doing the best work in those times were generally 
the ones which selected the most intelligent and success- 
ful farmers to have important places on their staffs, 
whether those farmers were college graduates or not. 
A.nd that practice continues to the present day in the very 



6 THE INAUGURATION OF PRESIDENT JARDINE 

best of our agricultural colleges. But now, thanks to the 
developments within the institutions themselves, there 
are many men engaged in the work who thoroughly un- 
derstand practical farm operations and have the great 
benefit of sound training in the fundamental sciences. 

And the third difficulty was the opposition of edu- 
cators whose training had been along other lines and who 
failed utterly to appreciate that there might exist useful 
knowledge relating to such things as farming, and which 
was teachable in a college. They opposed introducing 
agriculture into the college curriculum and they belittled 
this work in countless ways. They were usually honest in 
their opposition. 

It is amusing and sometimes pathetic to read of the 
struggles of the old "standpatters" in our institutions of 
learning who could not see educational values in soils or 
plants or animals. Occasionally a true prophet would ap- 
pear. About eighty years ago President Francis Wayland 
of Brown University, a classical institution, succeeded 
against much opposition in placing certain scientific stud- 
ies in his college curriculum. But a little later, support 
was witheld from this new work, and in 1855 President 
Wayland was forced to resign and the old classical work 
was re-established. He was a martyr to a true vision. He 
had studied the enrollment of New England colleges and 
the courses offered and he found small numbers of stud- 
ents attracted and he boldly stated that the colleges did 
not furnish the education desired by the people. He said, 
"We have in this country 120 colleges, 32 theological sem- 
inaries, and 47 law schools, and we have not a single in- 
stitution designed to furnish the agriculturist, the manu- 
facturer, the mechanic, or the merchant with the educa- 
tion that will prepare him for the profession to which his 
life is to be devoted." 

One of the early educators who was opposed to agri- 
cultural education referred sarcastically to "the butter 
makers across the campus" who held their subject on a 
par with Greek as a part of the university education. 

The educators were in good company. Some mem- 
bers of Congress agreed with them. In 1859, a Mr. Davis 
argued in Congress that the proposition to do something 
along educational lines for the agricultural interests of 
the country was delusive and fraudulent and that such in- 
terests needed no aid but were able to take care of them- 
selves. 

Wonderful changes have occurred. Congress has 
passed more laws, and the states have supplemented 



THE INAUGURATION OF PRESIDENT JARDINE 7 

them, whereby the work of these institutions has been 
steadily enlarged and strengthened. Agricultural inves- 
tigations have been developed on a large scale. They 
form the secure foundations on which the educational 
structure stands. 

The Morrill Act provided in the same terms for both 
agriculture and the mechanic arts. In the law these two 
lines of work are equal and it is usual to give them equal 
opportunity in the land grant institutions. At some of 
these institutions, however, including this one, the name 
recognizes only one of these great subjects. At first 
there was predjuice against engineering education but 
that was easily overcome. Sometimes the question has 
been raised as to whether Congress intended land grant 
institutions to engage in real engineering educational 
work in view of the fact that the law uses the term "me- 
chanic arts" instead of the term "engineering." There 
is no doubt as to the intention of the framers of the bill 
and of Congress in enacting the law. In those days the 
term "mechanic arts" included the whole field of engin- 
eering in its broadest sense as it is commonly recognized 
today under the term "engineering." In the early days 
the term "engineer" was used in a very restricted sense, 
meaning a man who ran an engine, or one who surveyed 
a road. Strictly speaking, "mechanic arts" represents 
the larger and broader field including not only engineer- 
ing as we know that word but also other grades of work 
described as trade school work, or by other terms. 

It is to be hoped that Congress will soon recognize 
the importance of completing the engineering equipment 
and rounding out the scope of this work by establishing 
Federal engineering experiment stations in the land grant 
colleges, as was done years ago in the establishment of 
agricultural experiment stations. 

A new line which has been developed at land grant 
colleges in full harmony with their original purpose and 
now directlj^ recognized by Federal legislation is the work 
in home economics. Some years ago it was thought that 
engineering education had suddenly come into its own, 
as was evidenced by the rapid increase in numbers of 
students. A little later the same was remarked con- 
cerning agricultural education. Now we are witnessing 
a similar growth in the field of home economics edu- 
cation. It surpasses the other subjects in that it touches 
literally every home in the land. 

And much could be said about the development of 
veterinary education which has been brought to a high 



8 THE INAUGURATION OF PRESIDENT JARDINE 

level of efficiency in certain colleges, founded on the 
Morrill Act. 

Land grant colleges today are universally appre- 
ciated. What better proof that this institution is appre- 
ciated in the state of Kansas than the fact that your en- 
rollment for this year includes nearly 2,500 students, a 
large increase over any previous year, and the fact that 
the tax payers have provided here substantial buildings 
for college use? Such buildings, costing a quarter to a 
half million dollars are now commonly found in the ser- 
vice of these colleges in different states. 

And still better is the fact that the tax payers of 
Kansas are willing to supplement Federal funds to pay at 
least a goodly portion of your professors' and instructors' 
salaries that compare favorably with modest business in- 
comes. The time was when a college could not get the 
strongest men because business interests would outbid the 
college authorities except in occasional cases where a 
teacher was so much in love with his work that he was 
willing to pay for the privilege of serving in this work. 
I said in occasional cases but I meant to say in many 
cases. The hardships of the underpaid professor were 
appreciated by the seven year old son of one of these pro- 
fessors. The little fellow was asked what he intended to 
do when he grew up. He replied, "Well, I hope I'll know 
enough so I won't have to be a professor." 

While there has been improvement throughout the 
country in reference to salaries of teachers in all schools 
and colleges, there is need of more improvement. A 
teacher who has not sufficient income to keep his family 
in comfort and accumulate a very little year by year can- 
not do his best work. The public which fails to recognize 
this fact is the chief sufferer. It is very well to pay a 
janitor a good salary but it is a shame to pay a good teach- 
er less than a janitor receives. 

POINTS OF CONTACT BETWEEN LAND GRANT COLLEGES 
AND WAR ACTIVITIES 

Let us review briefly some of the great events of the 
past two years and note a few points of contact between 
them and the land grant institutions, your own in par- 
ticular. 

Four million American men marched forth in well 
disciplined fighting units. More than 80,000 of them 
came from Kansas which already was short of men and 
short of labor. Have you counted how many of these men 
received more or less military training in this college, and 
do you know how much this meant to our nation in quick- 



THE INAUGURATION OF PRESIDENT JARDINE 9 

ly leading to their elevation to commanding positions in 
the army and navy? It was at a time when our fate hung 
in the balance and capable military men were needed at 
once. I have seen your wonderful service flag and its 
glistening gold stars. They are proof of the patriotism of 
your students and graduates. I hope it will not seem im- 
modest for me to tell you that 2,180 stars are on the 
service flag of the Iowa State College and forty-eight of 
these have turned to gold. 

Strong appeals were made for an increase of food 
production. Our own consumption and consumption in 
the countries of the Allies were increasing by reason of 
the war. The Allies were producing less and they were 
prevented from getting their usual supplies from distant 
ports because the oceans were infested by submarines. It 
devolved upon this country and Canada to supply not only 
our usual quota but as much more as possible. The Pres- 
ident of the United States, the Secretary of Agriculture, 
Governors, and army officials, all called for more food. 
There was danger of starvation in the countries of our 
Allies. It was known they could not fight if they were not 
well fed. 

The relation of food to war is not sufficiently under- 
stood. At one time it was feared the food imports would 
be cut off from Great Britian and that this would quickly 
put her out of the fighting. In an Italian city flour was not 
available just one day and there were riots. I was told 
in France that at one critical time a shortage of coal 
threatened the transportation of munitions to the front. 
Investigation revealed the fact that the output of coal 
from the English mines had decreased because the miners 
did not get enough food. 

A tremendous responsibility fell upon the American 
farmers. President Wilson recognized this fact. He 
recognized also that the farmers of America are patriotic 
people. He said on January 31, 1918, "The toil, the in- 
telligence, the energy, the foresight, the self sacrifice, and 
devotion of the farmers of America, will, I believe, bring 
to a triumphant conclusion this great last war for the 
emancipation of men from the control of arbitrary govern- 
ment and the selfishness of class legislation and control, 
and then, when the end has come, we may look each 
other in the face, and be glad that we are Americans and 
have had the privilege to play such a part." 

A PROPER RECOGNITION OF THE AMERICAN PARMER 

Who did win the war! There is a hint in the Pres- 
ident's words as to who did. But I don't believe all the 



10 THE INAUGURATION OF PRESIDENT JARDINE 

credit belongs to any one country, group, or person. 
Labor makes its claims. The railroads make theirs, so 
do the packers, and now we are told that the automobile 
industry claims that they contributed more toward win- 
ning the war than any other peace industry of the country 
except steel. In our talk about who did it let us not for- 
get that France laid down one million lives and Great 
Britian nearly one million. Let us not forget the British 
fleet nor the British women and their heroic service. But 
coming back to our own country I think we can easily 
agree that our war efforts may be compared with a three- 
legged stool — they would have collapsed if either leg had 
failed. One leg was our splendid army and navy. An- 
other was our vast industries and transportation. And 
the third was our agriculture. 

Though the best workers were leaving our farms by 
the hundreds of thousands, those who remained behind 
exerted themselves to the utmost and produced such a 
quantity of food crops as this country had never seen — in 
1917, nearly a billion bushels of cereals more than the 
five year average before the war started in Europe. And 
almost as large a production in 1918. And in each of 
these years there were more horses, mules, milch cows 
and other cattle, and many more swine than before the 
war. There was a slight decrease in numbers of sheep. 
The estimated production of beef, pork and mutton in 
1918 exceeded the production in 1914 by about four bil- 
lion pounds, or about 25 per cent. In 1918, the acreage 
of the principal cereals in the United States exceeded the 
normal acreage before the war by nearly 40 million acres, 
or nearly 20 per cent. 

In 1918, we exported enormous quantities of food to 
the Allies. Increases over the normal pre-war exports 
were for corn (and meal) 101 per cent, wheat (and 
flour) 126 per cent, oats 1296 per cent, barley 334 per 
cent, rye (and flour) 1929 per cent, rice 623 per cent, beef 
and its products 271 per cent, pork and its products 185 
per cent, condensed milk 3358 per cent, cheese 1804 per 
cent and mules (not for our own army) 1127 per cent. Of 
course our surplus had been decreasing in the years be- 
fore the war, but these figures speak volumes. 

In announcing these stupendous figures, the Secre- 
tary of Agriculture gives great credit to the farmers of 
the country and especially he mentions the colleges of 
agriculture, which, with the Federal Department of Agri- 
culture, were leaders in making plans, securing necessary 
additional equipment and supplies, in combating pests, 
in finding additional labor and in helping to save and to 



THE INAUGURATION OF PRESIDENT JARDINE 11 

market the crops. I may say some of the most prominent 
government officials who were in close touch with all 
war efforts of all kinds, frankly have stated that the agri- 
cultural institutions were the best organized and respond- 
ed the quickest of all agencies in our country when the 
war demands were first felt. 

The state of Kansas takes a very prominent position 
in the list of states in this connection. On the basis of the 
wheat crop she stands at the head of the list. Your an- 
nual average production during the five year war period 
exceeded 100 million bushels. In only one previous year, 
when all conditions were especially favorable, did your 
state turn out such an enormous crop of wheat. No other 
state could make such a showing. It is estimated that you 
now have nearly 11 million acres in wheat. The values 
of your principal crops during the five year v/ar period 
are almost beyond our ability to appreciate. For the 
present year, we are told by Secretary Mohler that the 
values of farm crops and products, including slaughtered 
animals, approximates 600 million dollars. In some parts 
of the state the newspapers could render a splendid ser- 
vice by giving greater prominence to such facts as these 
and less to murders and scandals. 

Dean Johnson and his many associates, paid and un- 
paid, could write volumes on what Kansas did in the way 
of speeding up production. And doubtless Dean Van Zile 
and her assistants could write more volumes in describ- 
ing what was done especially by the women of Kansas in 
saving and substituting in the home, to say nothing of 
working at men's jobs. If they could be secured, the 
figures showing what has been saved in Kansas, especial- 
ly in the homes, under the leadership of experts in home 
economics, would be profoundly interesting. 

The story of your service along engineering lines al- 
so is highly creditable. I fear we sometimes make the 
mistake of thinking that engineering work is not a work of 
importance in these agricultural states. Your great flour 
mills and packing houses were speeded up. Your mineral 
interests were called upon for greater efforts. Your rail- 
roads and highways had to be kept in repair. The public 
service facilities, including water supply and sewage, all 
had to be safeguarded and at places enlarged. I am in- 
formed that your Engineering Division assisted municipal- 
ities and industrial plants to overcome many problems 
which were especially difficult on account of war con- 
ditions. In addition to this, special engineering training 
was given to many hundreds of young men preparing for 



12 THE INAUGURATION OP PRESIDENT JARDINE 

service in the army or in the industries that would contri- 
bute to our military strength. 

The experts of this college were busily engaged in 
Kansas but they were called upon also to serve in larger 
fields. President Waters became a member of the fair 
wheat-price committee. I am satisfied that the price 
agreed upon for wheat was more fair than it would have 
been if he had not served on that committee. Dean Jar- 
dine was called upon to give expert advice concerning seed 
wheat and other important questions relating to other 
states as well as to Kansas. Later, as your President, he 
came to Washington especially to speed up arrangements 
for getting temporarj^ help into Kansas to care for the 
harvest. He was tremendously in earnest when on this 
mission and I doubt not that through his efforts enough 
additional wheat was produced in Kansas in 1918 to bring 
into your state an enormous sum of money. But to the 
nation the most important thing was to get the wheat. I 
well remember the special service of Professor Fitz in a 
conference of agricultural leaders from twelve states who 
met in Kansas City to decide how far the farmers should 
be urged to go in producing additional crops. Dean Pot- 
ter was called to a service of great importance in con- 
nection with the training of mechanics for the army. 
Many thousands of men were trained under his direction. 
We in Iowa were glad to have him in charge of our dis- 
trict. 

The more one learns of the service of the land grant 
institutions during the war period the more he feels that 
it was an inspired thought in connection with national 
defense that led to the enactment of the Morrill law dur- 
ing the period of the Civil War. 

LAND GRANT COLLEGES AND RECONSTRUCTION PROBLEMS 

We are now entering upon a period of reconstruc- 
tion and the relation of the land grant institution to the 
new problems becomes a question of vital importance. 
Reconstruction problems effect primarily the great in- 
dustries of the country. The farmers, the railroads, the 
manufacturers, the laborers, and the home makers are 
the groups chiefly concerned in reconstruction problems 
as these are being argued in the halls of Congress, in the 
editorial columns, and at all places where intelligent men 

ACTIVITIES 

The farmers' relation to reconstruction is the most 
important of all. It must be remembered that in this coun- 
try there are more farmers than any other class. When 



THE INAUGURATION OF PRESIDENT JARDINE 13 

their business is doing well, business everywhere is good. 
Everything possible should be done now to make agricul- 
ture attractive to those who are engaged in it and to others 
who really ought to return to it. Amang other things, this 
means, of course, the maintenance of fair prices for agri- 
cultural products. If farmers have reason to think that 
they are not treated fairly great numbers of them will 
leave the farms and go to towns and cities and profoundly 
affect the labor situation by increasing the number of un- 
employed. When we remember how universal is farm- 
ing and how many are engaged in the business we appre- 
ciate what it would mean to this country to have even a 
small portion of them decide to change their work from 
the country to the town. On the other hand, if farmers 
are satisfied, there will be a tendency to draw the better 
class of agricultural labor from the town to the country 
and thus tremendously relieve a trying situation. 

Without doubt the government will maintain the 
price of wheat for the 1919 crop in accordance with the 
guarantee which was made by the President under 
authorization by Congress. Already there have been 
some sharp questions asked by editors of metropolitan 
papers as to why the wheat price should be maintained 
since the armistice has been signed. There are two good 
reasons. First, because Uncle Sam promised it would be 
maintained and Uncle Sam will keep his word. Second, 
because there is not such an enormous quantity of wheat 
in the world as to indicate that this essential food will go 
begging for a market in the near future. Official figures 
recently issued from Washington show that the import 
requirements of wheat for all Europe in the year 1919 will 
probably amount to 728 million bushels and the quanity 
available for export from Canada, Argentina and Aus- 
tralia will amount to about 495 million bushels, leaving a 
deficit of 233 million bushels of wheat in 1919 without 
regard to the crop in the United States. In this country 
we will have a surplus from the 1918 harvest of 277 mil- 
lion bushels. This is sufficient to make up the world de- 
ficit and leave a surplus of only 44 million bushels. Need- 
less to say, that is a very small surplus. A short period 
of unusual weather may easily result in increasing or de- 
creasing the crop in this country by very much more than 
44 million bushels, to say nothing of the possible effects of 
bad weather on the wheat crops of other countries. 

The wheat price problem and every other problem 
relating to the cost of food production and market prices 
vitally affects the farmers and they look to their agri- 
cultural institutions for reliable information. I think some 



14 THE INAUGURATION OF PRESIDENT JARDINE 

colleges have felt a hesitancy in the past in connection 
with the development of their work along the lines of 
agricultural economics but now the farmers themselves 
are asking for this. Yes, demanding it. A few days 
ago one of the strongest agricultural organizations in the 
country adopted a resolution formally asking agricultural 
colleges to give more attention to subjects relating to cost 
of production and marketing. 

New problems are presented by schemes for colon- 
ization of soldiers and other schemes to furnish ready 
made farms. Some of these schemes are based on the 
false idea that a farmer can be made in a minute. 

The labor question is another great reconstruction 
problem. Already we are being warned that there is 
more labor in some large industrial centers of this coun- 
try than is needed. Here is an appeal to agriculture and 
to every other great activity. Unemployment leads to 
distress and may lead to violence. Our national govern- 
ment has recognized the situation by ordering certain 
large items of construction to proceed at once. States 
are asked to take similar steps. In my own state a strong 
feeling exists that the erection of permanent college 
buildings should proceed as soon as possible and that lib- 
eral funds for this purpose should be made available im- 
mediately so that the money may be used by the responsi- 
ble board whenever in their judgment it is opportune and 
right to build. Under this necessity the Iowa State Col- 
lege may secure a much needed library building and at 
least one or two other important structures. 

The readjustment of manufacturing whereby peace 
products will be turned out in place of war products is 
an item of great importance. The usual materials of con- 
struction are still high in price. A great service may be 
rendered by any institution which can show how substi- 
tute materials of construction may be utilized to advan- 
tage. For example, in this western country we might 
learn to use more of clay products and more of cement 
products and depend less on steel and iron. The transfor- 
mation is coming. It ought to come more rapidly. There 
will be a time when our building products in this section, as 
food products, will come from our own territory in very 
large if not in full measure. 

Fuels are expensive and hard to get at any price. 
Some day we shall use the greatest power on earth, the 
wind. When we hear it whistling around the corner of 
the house we ought to feel that it is laughing at us be- 
cause we have not found a way to avail ourselves of its 
great strength. One who has studied the subject is re- 



THE INAUGURATION OF PRESIDENT JARDINE 15 

sponsible for the statement that in the course of a year 
sufficient wind power passes through a few square rods 
to furnish all the light, heat and power needed on an 
average farm, if it could but be wholly controlled. This 
is a question for the future. Questions of more immediate 
promise relate to methods of making more efficient use 
of the fuels we are now consuming. 

These are only a few samples of the very many re- 
construction problems. Then too, we have many of our 
old problems coming back again in new form and more 
important than ever, — such as farm tenancy, conserva- 
tion of soil fertility, keeping up food production, combat- 
ing countless pests and diseases, conservation of natural 
resources and the ownership of public utilities. It seems 
that almost every one is connected with such a college as 
this, and those in charge well may be impressed by the 
great responsibility that falls upon them in these new 
ways. 

There is to be reconstruction also in connection with 
the courses of study offered in our colleges. Educators 
themselves, as well as others, must reconstruct their work 
wherever new conditions demand. You must remain 
alert lest you be led astray by false signs and make 
changes that should not be made and equally alert lest 
you adhere to what is no longer appropriate. For many 
years these reconstruction problems will be the most dif- 
ficult with which you have to contend. The Board of 
Administration, the President, and the Faculty will be 
urged to do this and that, and they will be criticized for 
not acting more quickly. God grant that they shall have 
the v/isdom and backbone and strength to do what is 
right. 

One of these new problems pressing for immediate 
solution is the development of military work in the col- 
lege under the new conditions and changing regulations. 
Of course military work will be continued but it should 
be made of higher educational value than in the past, and 
more emphasis should be given to the physical training 
side of the work. The new army now being planned in 
Congress v/ill need very many men well trained along 
technical lines and in military tactics. 

It would be interesting to discuss more intimately 
some of the problems with which faculties are now wrest- 
ling, the questions of maintaining educational standards, 
receiving the boys back in college at any time they are re- 
leased from the army, substituting credits of one kind for 
others considered of equal value, readapting courses of 



16 THE INAUGURATION OF PRESIDENT JARDINE 

study to give better training for the new demands that are 
arising, and countless others. 

Too often teachers have the fact impressed upon 
them that in occasional cases a serious mistake has been 
made, and perhaps there has been actual injustice, by pro- 
viding education to an individual who was not qualified 
physically to make use of what he learned or morally to 
make the proper use of his knowledge. It must not be 
overlooked that young people developing into manhood 
and womanhood need something besides education. They 
need good health and they need good character. To what 
extent an institution should go in providing these needs 
may be an open question. But there is no doubt that a 
responsibility in this connection rests upon every college 
president and professor. The student who goes forth from 
an institution with his health wrecked is relatively a poor 
investment for the state. My thought is well expressed 
by Bacon, who said many years ago : 

"If by gaining knowledge we destroy our health. 
We labor for a thing that will be useless in our hands ; 
He that sinks his vessel by over lading it, though it be 
With gold, and silver and precious stones, will give its 
Owner but an ill account of his voyage." 

In respect to physical training the colleges are mak- 
ing progress but not as much as they should. At some 
institutions the faculty, and particularly the physical 
training staff, have the good sense and the courage to 
prevent the so-called big games from dominating the 
whole athletic situation. Athletics for the many, rather 
than for the few, should always be the leading aim. In- 
stead of one baseball nine there should be twenty or 
thirty. 

When a state furnishes an education to a young man 
or a young woman at considerable cost, it expects that 
person to become a better and a more useful citizen by 
reason of the education. One's character is developing 
as he receives his education. The great question is 
whether the character is improving. Through more 
careful training of character in many a case the education 
would be doubled in its value to the state. Without doubt 
the mistake has been made of investing money in the edu- 
cation of a person whose character was so low that the 
education was used for destructive rather than con- 
structive purposes. We do not put weapons into the 
hands of wild men who may turn them against the things 
that are good and useful. The world now sees this hap- 
pening in Russia. For just as good reason we should not 
train the minds of persons who do not know how to use or 



THE INAUGURATION OF PRESIDENT JARDINE IT 

who will not use the training for the benefit of the state 
which gives it to them. It is not always easy to detect such 
persons but when they are discovered they should be elim- 
inated from an educational institution. Such measures 
strictly imposed, together with proper steps to help de- 
velop character in right minded young people, are prob- 
lems which college faculties have to wrestle with and 
are solving with more or less success. 

There is then a threefold obligation to be performed 
for the student, — to provide educational, physical, and 
moral training. It is gratifying to know that the majority 
of students, themselves coming from good homes, appre- 
ciate the threefold need as well as their instructors ap- 
preciate it and are glad to cooperate in making the efforts 
along all these lines effective. 

SUMMARY 

Mr. Chairman, I have not tried to cover the whole 
field of higher education. One is tempted at a time like 
this at least to refer to the special problems in other in- 
stitutions, particularly those which are being handled so 
well by your sister institution, — ^the State University. 
These would carry us into the fields of law, medicine, 
dentistry, pharmacy, architecture, commerce, and various 
branches of the liberal arts. But I have mentioned some 
important problems that are common to all colleges and 
universities and which may be called citizenship prob- 
lems. 

May I summarize by saying that this institution, un- 
der the requirements of its charter, must give special 
attention to agriculture, the industries, and to military 
training. The work must be of three kinds, — teaching on 
the campus, research, and extension. Because of the 
large number of people interested in these lines of effort 
your work is bound to proceed on a large scale and, if 
well done, it will affect the welfare of every part of the 
state, directly or indirectly. 

It is a privilege to be a member of the faculty of such 
a college in normal times, and, for a man or woman of 
ability, integrity and unflinching courage, it is thrice a 
privilege now as we enter upon what may prove to be the 
most difficult period in our history, because of the great 
problems which must be faced and solved. 

We shall come through this period as victors, with 
the aid of some bulwarks against unreasonableness and 
unfairness and unrighteousness, which this nation pos- 
sesses. And one of the chief of these is our educational 
system. 



18 THE INAUGURATION OF PRESIDENT JARDINE 

President Jardine, on this day of your inauguration, 
I come to congratulate you as the chief executive offi- 
cer of this great college. I believe that all people here 
and elsewhere who know you and know of your splendid 
qualifications, would join me in an expression of confi- 
dence in you and in the wish that you will enjoy a long 
period of service, and that in this service you will con- 
stantly find your chief compensation in the success and 
happiness that come to you together with the conscious- 
ness that your work is being faithfully done. 



At noon a luncheon was served by the Department 
of Domestic Science to the speakers and other invited 
guests. 



The afternoon session was opened at 2 o'clock with 
Fillmore's "His Excellency" and Elgar's "Pomp and 
Circumstance," played by the College Orchestra. 

The Invocation was pronounced by the Reverend 
Drury Hill Fisher, Bachelor of Arts, Master of Arts, Doc- 
tor of Divinity, Pastor of the First Presbyterian Church, 
Manhattan. 

The Music Faculty Quartet sang the Quartet from 
Verdi's "Rigoletto." 

President Jardine was then formally inaugurated 
into office by Mr. Hoch, representing the Board of Ad- 
ministration. Mr. Hoch spoke as follows: 

ADDRESS BY MR. HOCH 

Members of the Faculty and Student Body of the Kansas 
State Agricultural College, and Friends: 

If one should ask this fine audience, 'What is the 
greatest event recorded in Kansas history?' there would 
doubtless be a great variety of answers. Some, undoubt- 
edly, would answer, "The Admission of the State into the 
Union." While that, of course, was an important event 
in the history of the state, it was an inevitable event in- 
volving only a question of time. 

Others, no doubt, would say, "The adoption of the 
Prohibitory Amendment to the Constitution is the most 
important event recorded in Kansas history," and its im- 
portance, indeed, can scarcely be overestimated, for in 



THE INAUGURATION OF PRESIDENT JARDINE 19 

the light of recent events, "Behold how a little leaven hath 
leavened the whole lump!" 

Still others, one may easily believe, would contend 
that the enfranchisement of women is a sufficient answer 
to the question, and who can overestimate the importance 
of this just act of the people of Kansas — the taking into 
governmental partnership the other and better half of 
our population? Some might even insist that the adop- 
tion of the Bone Dry Law measures up to a satisfactory 
answer to the question. Numerous other answers could 
be and doubtless would be made by partisans of various 
different State interests, which have passed into history; 
but you will pardon me if I give you an answer quite 
different from all of these while acknowledging gladly 
the importance of them all. 

At a time when the State had only a little more than 
100,000 population and most of them exceedingly poor, 
as pioneers proverbially are ; at a time when the Nation 
was involved in the Civil War, and the war clouds hung 
thick and black over this new state ; when the tramp of 
invading armies was heard upon our streets and the 
blood of our citizens was being freely shed for the pro- 
tection of their homes ; when the fate of the Nation and 
of the State hung in the balance — in the very midst of 
those awful times the voice of the Kansas Legislature 
was heard above the din of battle and the cries of distress 
proclaiming the establishment of the three great parent 
educational institutions now flourishing in the state : The 
University at Lawrence, the Agricultural College at Man- 
hattan and the Normal School at Emporia. This educa- 
tional vision voiced in the statute of '63, this laying of 
the cornerstone of our whole state educational system 
under those extraordinary and trying circumstances, is, 
in my judgment, the greatest event recorded in Kansas 
history. 

We have met today formally to induct into office 
the seventh president of one of these great institutions 
of learning. May I impart to you a secret concerning 
his selection for this important position? Our entire 
Board went to Washington in January, 1918, to find, if 
we might, a successor to Dr. Henry J. Waters, who, for 
ten years, had been the distinguished President of this 
institution, but had recently resigned. We spent three 
days in attendance upon what is said to have been the 
greatest gathering of agricultural college presidents and 
professors and other college celebrities ever assembled 
in the United States. We interviewed numerous distin- 
guished educators, including the Secretary of Agricul- 



20 THE INAUGURATION OF PRESIDENT JARDINE 

ture, himself an old college president; the Commissioner 
of Education ; and many other prominent people equipped 
with knowledge valuable to us. We listened to nearly 
all the discussions and studied personalities from every 
possible angle and, without reflection upon any of the 
eminent gentlemen we thought eligible for the place, we 
finally decided that, taking everything into consideration, 
it was not at all necessary to go outside the State of 
Kansas to find a worthy successor to Doctor Waters ; and 
in this way, and for these reasons, his mantle has fallen 
upon your new President, Dr. William Marion Jardine, 
so long and so successfully connected with this institution. 
His fame is not confined to Kansas, and, indeed, his 
selection was urged upon us by many of the most dis- 
tinguished educators we met in Washington. 

And now, without unnecessary formality, in behalf 
of the Board of Administration and in behalf of the state 
we officially represent, I have the honor and pleasure 
of introducing to you your new President, Dr. William 
Marion Jardine. 

Thereupon Doctor Jardine formally accepted the 
office of President of the Kansas State Agricultural Col- 
lege, and delivered his inaugural address, as follows: 



THE INAUGURATION OF PRESIDENT JARDINE 21 

ADDRESS BY DOCTOR JARDINE 

Mr. Chairman, Guests of the College, Members of the Fac- 
ulty, Students, Friends: 

With a deep sense of the honor conferred upon me 
and the responsibilities involved, I accept from you the 
office of President of the Kansas State Agricultural Col- 
lege. I pledge myself to maintain that which is best m 
the institution's past and to strive to direct its future along 
right paths. To the governing board, the faculty, the 
alumni, student body, and friends of the institution, I 
must look for that loyal cooperation and assistance which 
alone can make my efforts successful. 

While this occasion is unique in my own life I feel 
that it differs from many similar ceremonies in one par- 
ticular, namely, in the fact that I have already been as- 
sociated for a number of years with the college of which 
I am to become President. These years have afforded 
unexcelled opportunities to learn the aims and ideals of 
the Kansas State Agricultural College and to discern its 
animating spirit and purpose. I am now brought to the 
point Vv^here the unusual opportunities afforded in prep- 
aration for a work unforseen are transformed into im- 
menselv increased responsibilities. 

It is with the humility of the sincere probationer 
at the beginning of his period of trial that I am here. Only 
the years can determine the wisdom of the choice which 
the governing body has made. The task I now assume is 
to interpret correctly the history of the college, to appre- 
hend wherein lies the force it now exerts as an educational 
and social power, and in the light of the immense changes 
which are taking place in the world about, to perceive 
the present and future mission of the institution and to 
formulate the lines along which its future progress must 
be made. „ ,^ , , 

The Kansas State Agricultural College, it must be 
constantly remembered, is not simply an educational in- 
stitution instructing a relatively small body of selected 
men and women on a campus at Manhattan ; it is also a 
great and responsible instrumentality for enlarging the 
agricultural and industrial life of the state. In the natural 
course of development, each of the state institutions of 
higher learning has come to fill a particular need. Each 
is essential to the upbuilding of the state. Each must be 
free to develop in its own clear-cut field and in that field 
its stress should be laid. Not a little of the credit for the 
present happy relations of the state educational institu- 



22 THE INAUGURATION OF PRESIDENT JARDINE 

tions is due to the high type of Kansas citizens who have 
formed the governing boards. Progressive, broad-minded, 
fair, their efforts have resulted in the working out of a 
definite plan of action for each institution and in making 
the state's progress and welfare the guiding and inspiring 
principle of all. The service which the Kansas State 
Agricultural College is rendering in its leadership in pub- 
lic movements, in pointing the way to more efficient agri- 
cultural production and distribution, in working out more 
effective industrial methods, in teaching efficiency in 
home administration and encouraging higher standards 
of home life, in developing higher ideals of citizenship 
and service, was brought to fruition during the adminis- 
tration of Doctor Waters, whom it was my pleasure and 
good fortune to work with and to serve through so many 
years. It must be the continued mission of the institution 
to serve in and to enlarge these fields. 

In the realm of the college proper, it shall be the aim 
of our teaching in the future, as in the past, to give train- 
ing of the highest professional type in the fundamental 
sciences and liberalizing subjects, as well as thorough 
training in the several technical curricula. Emphasis will 
be placed also on the practical viewpoint. We want stud- 
ents to know the problems that are to be solved and to be 
able to meet men and women of the work-a-day world on 
a common ground of understanding. In a larger way the 
aim of our teaching and training will be to produce not 
only the practical agriculturist, engineer and housekeeper, 
but also young men and women trained for leadership, 
young men and women who have been led, through a 
study of the social relations combined with professional 
and practical training, to have a larger vision of the duty 
of college trained men and women as leaders in com- 
munity development. 

The institution will also continue to make adequate 
provision for those desiring practical training briefer than 
that given in the regular curricula. Those whose oppor- 
tunities for preparation have been limited will find in the 
Kansas State Agricultural College, courses designed to 
meet their needs. The short courses now offered to the 
busy farm boy, to the girl who can be spared for but a 
few months from the home, and to the shop man who 
can come only for a few months during the slack time in 
his occupation, will be increased and expanded. It will 
be many years before the practical working out of the 
provisions of the Smith-Hughes Act will eliminate the 
need of such training on the part of agricultural and 
mechanical colleges. The scarcity of trained workmen 



THE INAUGURATION OF PRESIDENT JARDINE 23 

which the needs of the war brought so vividly to the minds 
of the American public, demands that state institutions 
endeavor to prepare that portion of the state's citizenship 
as they never attempted to prepare them before. 

The participation of the United States in the Great 
War brought to the Kansas State Agricultural College, 
as to other educational institutions, new opportunities to 
show its adaptability to public needs. While it curtailed 
slightly the quantity of teaching and investigation on the 
campus, it increased many fold the institution's service in 
the state. The boundaries of the College campus have be- 
come, in truth, the boundaries of the state. While in the 
future, as in the past, the institution will owe to the state 
professional and practical education of the highest quality 
for Kansas young people, the steady trend of the insti- 
tution's development during recent years, accelerated by 
the events of the past eighteen months, would seem to in- 
dicate that in extention teaching lies one of the major 
means through which it will be able to inspire an im- 
proved and enlightened agricultural and industrial life 
within the state. It shall be the policy of the institution 
to inspire leadership among the people, to bring forward 
the potential leaders of the rural communities. 

The work of the agricultural experiment station must 
be maintained on the same high plane as in the past. The 
results of experiment station research and investigation, 
together with assembled facts as worked out by practical 
farmers, form the basis and foundation of all college 
teaching in agriculture and all agricultural extension 
work. Three years ago, the recognition of agriculture as 
an organized science was observed in the formation of 
Section M of the American Association for the Advance- 
ment of Science. This was a significant event in the 
fnstory of agricultural colleges and experiment stations. 
It forms, however, only the first definite milestone in the 
evolution of agricultural science. Only the simpler 
problems of agricultural industry have been solved. 
Longer periods of preparation and more intensive train- 
ing will be required of those who would solve the more 
difficult problems remaining. 

Agricultural research progresses quietly. Its oper- 
ations carry little popular appeal, nor is premature pub- 
licity to be desired. Agricultural research and investi- 
gation, however, are dependent upon public support. It 
is the responsibility of those who are the guardians of 
agricultural science and those who have cause to appre- 
ciate its fundamental value, to see that the latest comer 



24 THE INAUGURATION OF PRESIDENT JARDINE 

among the organized sciences is not curtailed or hamper- 
ed for lack of funds. 

Engineering research is a field of scientific investiga- 
tion which is destined to grow and to play a large part in 
the improvement of agricultural life. No adequate finan- 
cial support, either from state or from federal funds, has 
as yet been jforthcoming for this work. Valuable work is 
being done with the means and the force available and 
this will be continued and increased to the greatest extent 
possible. Engineering experiment stations should be cre- 
ated through proper congressional action, and federal 
funds added to state funds for the furtherance of engin- 
eering research. With federal recognition and adequate 
financial support, engineering investigations will quickly 
demonstrate their economic value. 

If the Kansas State Agricultural College is to continue 
its leadership in vocational education, it is necessary 
that the men and women composing its faculty and staff 
keep in mind the peculiar purposes underlying its founda- 
tion. They must discriminate between the functions of 
colleges of liberal arts and the social and industrial prob- 
lems, to cope with which, this institution was created. A 
common criticism of college faculties is that they are un- 
practical, that they do not keep in touch with the work 
of the world. An institution such as this should have as a 
primary purpose the undertaking of such work as will 
keep its faculty in close touch with the practical work of 
the world. They should be ready to meet the leaders and 
directors of professions and industries alike, on a basis of 
equality and efficiency, so that they may have the respect 
and confidence not alone of their academic associates, 
but of the men who are doing things in the work-a-day 
world. 

The need for acquiring and maintaining the practical 
viewpoint does not lessen the necessity for the mainten- 
ance of scholarship in the faculty. Every faculty member 
should be an authority in his subject or should be in pro- 
cess of becoming such. Advanced study and research 
and the policy of granting leaves of absence for this pur- 
pose, will be encouraged in the future, as in the past. In 
addition to a practical viewpoint and scholarship, loyalty 
and faithful, conscientious effort are necessary on the 
part of every individual comprising the faculty. The 
workers of the Kansas State Agricultural College have 
embodied these characteristics to a marked extent, and 
therein lies a secret of the growth of the institution. If 
each individual continues to do his part, no fears need be 
entertained for the future success of the institution. 



THE INAUGURATION OF PRESIDENT JARDINE 25 

In the matter of the relations of faculty and students 
I hope to see great improvements effected. The influence 
which the teacher may exert in the life of the student is 
not limited to the class room. Where teacher and student 
meet as individuals outside the class room, great mutual 
benefit may be gained. The student may receive from the 
teacher of broad view and generous sympathy the great- 
est impulse and inspiration to do and to become ; from the 
student the teacher may gain a fresh viewpoint and 
through him come to know the community whose life the 
student reflects. In an institution of large numbers it be- 
comes more and more difficult to preserve personal con- 
tact between faculty and student body, yet I believe that 
this is not impossible ; I believe that it has not always been 
preserved because insufficient effort has been made to 
this end. I believe that the social center is as desirable 
and necessary for the best life of the college community 
as it is for the rural or the urban community. I hope to 
see developed on the campus of Kansas State Agricultural 
College such a center, in which students and college 
workers may mingle freely. The land grant institution 
affords an appropriate field for working out such a pro- 
ject. 

In the matter of the relation of the institution to the 
people of the state, it must meet the responsibility of 
leadership which it is expected to assume. It must have 
such a vision of the future that it anticipates new prob- 
lems and prepares for them. It should not be ultracon- 
servative, it should not become static, but should be es- 
sentially dynamic and progressive. Rather than hinder 
progress, it must point the way to new and greater 
achievements. In working out this larger purpose, as 
w^ell as in the performance of its time-honored functions, 
the Kansas State Agricultural College should find in its 
alumni a great source of inspiration, encouragement, and 
support. An effort should be made to instill fresh inter- 
est in the Alumni Association of the Kansas State Agri- 
cultural College and to awaken in all those who go out 
from the institution a sense of personal responsibility for 
the future of their Alma Mater, Only through a strong 
association of loyal, patriotic alumni will a real college 
tradition develop and live. 

The people of the state have taxed themselves freely 
that higher education might be available to the young 
people of the commonwealth. Those of its young men 
and women who are privileged by circumstance to enjoy 
directly the fruits of the state's beneficence, form, how- 
ever, only a small part of the whole of its citizenship. 



26 THE INAUGURATION OF PRESIDENT JARDINE 

Their responsibilities and the debt they owe to the state 
are increased in direct relation of their numbers to the 
whole. They should study the state's needs, endeavor to 
anticipate the problems that will confront its people in 
the years to come, and strive to discern what present 
action is needed to insure their proper solution. Through 
constructive criticism and suggestion the alumni have 
power to influence and help mold the line of action of 
their Alma Mater. Friendly co-operation and the com- 
bining of all forces are needed for the advancement of 
the state, industrially, economically, and socially. 

The present and future mission of the Kansas State 
Agricultural College then would seem to be fundamentally 
the continuance of its leadership as a land grant insti- 
tution in the further development of agricultural science 
and the mechanic arts, in the training of young men and 
women as leaders, teachers, and technical workers, and 
in the dissemination of advanced information throughout 
the state in promoting higher standards of agriculture, 
industry, and community life. 

"No man liveth to himself," however, is as true of 
institutions as of men. The period of world readjustment 
tov/ard v/hich we looked during the years of war is upon 
us. In this readjustment period, education must take a 
leading place, and all educational institutions must co- 
operate in making the contribution of education one which 
will raise the race of men to new standards of efficiency, 
justice, and welfare. To this great cause Kansas State 
Agricultural College must make its contribution of talent, 
thought, and labor. As the enlightened, capable indi- 
vidual, having achieved success in his own life, finds his 
greatest opportunity for growth in serving society, so will 
the Kansas State Agricultural College find, not in self- 
seeking and personal aggrandizement, but in a desire to 
serve where service is needed and a willingness to join 
hands with all other agencies in advancing the common 
welfare, its highest opportunity for growth and a true 
basis for claim to greatness. 

There are many signs of a new virility in education. 
In England Parliment has passed an Education Bill which 
is a distinct forward step in providing a greater degree of 
education for the youth of that country. England, in- 
clined in the past to be ultraconservative in her educa- 
tional policy and to cling to the formal type of academic 
training, has made wonderful strides in educational re- 
form since 1914. Many English authorities, however, 
are still unawake to the extent of the reforms which are 
needed in the English system of education. The British 



THE INAUGURATION OF PRESIDENT JARDINE 27 

Labor Party approaches more nearly to a proper com- 
prehension of the duty of the government in education. 
It has inserted in its platform a plank which reads : "The 
conference holds that the most important of all the meas- 
ures of social reconstruction must be a genuine national- 
ization of education, which shall get rid of all class dis- 
tinctions and privileges, and bring effectively within the 
reach, not only of every boy and girl, but also of every 
adult citizen, all the training, physical, mental and moral, 
literary, technical and artistic, of which he is capable." 
The Labor Party points out that while appreciating the 
advances indicated by the proposals of the present Min- 
ister of Education, it cannot be satisfied with a system 
which condemns the great bulk of the children to merely 
elementary schooling — which, notv/ithstanding what 
is yet done by way of scholarships for exceptional geni- 
uses, still reserves the endowed secondary schools and 
even more the universities, for the most part, to the sons 
and daughters of a small privileged class, while contem- 
plating nothing better than eight weeks a year continua- 
tion schooling up to the age of eighteen for 90 percent 
of the youth of the nation. 

In the United States popular education has always 
been far more advanced than in England. The founders 
of the American colonies were keenly interested in nation- 
al education and believed that only a well-informed and 
well educated nation could be happy, prosperous, and 
free. The fathers of the Republic made ample provision 
from the outset for general elementary education and for 
education in the professions. No provision was made for 
industrial education, however, because at that period in- 
dustry was centered largely in the home. That part of 
the industrial knowledge and practice which could not be 
transmitted personally from parents to children could be 
supplemented satisfactorily through the apprenticeship 
system in vogue. 

The original provisions for general education were 
in time supplemented by free public secondary schools 
and there was then an open and continuous pathway from 
the elementary school to the university. The development 
of this comprehensive system of general education in this 
country has been of inestimable value in the growth of 
our free institutions and the development of a homogen- 
eous people. On the other hand, its shortcomings and de- 
fects have been many and obvious. If a young man 
wished to enter one of the older professions, ample op- 
portunities were at hand, but there was no university or 
college training to provide leaders for the industrial army. 



28 THE INAUGURATION OF PRESIDENT JARDINE 

The schools afforded little if any useful, practical 
knowledge to those engaged in agriculture, engineering, 
and manufacture. 

To meet the growing need for practical education 
there was enacted the Land Grant Act of 1862 which laid 
the foundation of a national program in vocational educa- 
tion, an innovation which was considered by many to be 
more or less dangerous, but which has demonstrated the 
practicability of learning by doing. The more than teri 
thousand men and women who constitute the professors, 
instructors, extension workers, and experiment station 
investigators of the land grant institutions today, and the 
more than 130,000 students enrolled therein, testify to 
the wisdom of the act and the breadth of vision and pub- 
lic spirit of those who made it an actuality. The land 
grant institutions have experienced an incredibly rapid 
development in number of students, in faculty, in yearly 
income and value of demonstration farms, and in the 
value of all property. Their growth, while rapid, has, 
however, been through the natural means of experimen- 
tation and study and the mapping of the course in new 
fields has not been without error. The land grant insti- 
tutions with their inseparable coadjutors, the experiment 
stations, nov/ occupy a position of far-reaching power and 
influence in connection with the most vital interests of 
the state in which they are located. 

The vocational movement in education, moreover, 
has exerted a wide influence in all education. There is 
everywhere among thinking people an admission that 
future progress in education will be in the development of 
applied arts and sciences, and that the only truly cultural 
education is that which has its roots in the problems of 
actual life. 

But this is no time for self-complacency on the part 
of land grant institutions. Their establishment was a 
long step forward in universal, useful education, but it 
did not remedy all the defects of the existing educational 
system. The free public high schools which came to fill 
the gap between the elementary schools and the universi- 
ties have in many cases fallen victim to false ideas of 
culture and must radically change their curricula if they 
are to become servants of modern life. Moreover, they 
have been located in towns and cities and made no ade- 
quate provision for educating the youth of rural com- 
munities. Efforts more or less successful have been made 
to bring secondary education to rural young people with- 
in the bounds of their own communities by means of the 
township and rural high schools, and the consolidated 



THE INAUGURATION OF PRESIDENT JARDINE 29 

schools. These schools for the most part, however, have 
traversed the usual fields of general education. 

The multiplicity of inventions and the rapid and enor- 
mous increase in the application of science to manufac- 
ture removed industries from the home and brought about 
the development of the modern industrial system. The 
educational system, with the exception of a few sporadic 
experiments, continued to release from the school room a 
steady stream of immature youth, unprepared for the 
conditions of the industrial world which immediately re- 
ceives them. Educators either remained blind to this fact, 
or, fearing dangerous innovations, remained silent. In- 
stitutes of technology were founded with private funds 
and industrial organizations formulated courses of train- 
ing for their workers within their own walls. These 
means gave only a limited relief, however, from a con- 
dition which was universal in its existence and therefore 
could be reached adequately only through universal 
means. 

In answer to the urgent, widespread need, the Smith- 
Hughes Act was passed, providing for vocational edu- 
cation below college rank and carrying with it immense 
possibilities. The conditions of war under which it was 
brought to adoption, the widespread and recognized need 
which it attempts to fill, its possibilities for good and evil, 
are a remarkable reminder of that other epoch-making 
act in 1862. It has brought rejoicing to those who see in 
it a just and fair provision for fitting the child to adjust 
himself successfully to the economic world. Yet that the 
Act carries v/ithin it an element of danger has been point- 
ed out. That danger is that in our zeal to enable a black- 
smith to become an efficient blacksmith, and a farmer 
a proficient farmer, we may inadvertently sow the seeds 
of class distinction. From the beginning of our national 
existence our wills have been resolutely set against the 
division of society into upper and lower classes. Our edu- 
cational system, numerous as have been its defects, has 
nevertheless served admirably in bringing about an un- 
exampled democratization of society. That several of 
the most distinguished executives of the nation have come 
from the lowly log cabin has been a matter of great 
national pride with us as symbolizing the reality and 
truth of our democracy. 

The task of applying the provisions of the Smith- 
Hughes Act, like that of the great Land Grant Act, will 
require foresight and wisdom, careful experimenting and 
study. We must not foster the thought that the son of 
the blacksmith must inevitably be a blacksmith, nor that 



30 THE INAUGURATION OF PRESIDENT JARDINE 

the son of a farmer must necessarily stay on the land. As 
a matter of fact, the interchange of blood between coun- 
try and city has been one of the most wholesome, leaven- 
ing influences upon our national life. We must encourage 
a continuance of this interchange, rather than discourage 
it. We must offer to every child, whether of urban or 
rural community, opportunity to enter whatever vocation 
or profession he may choose. 

What is needed is a balance between vocational or 
industrial education on the one hand and liberal educa- 
tion on the other, a type of education which shall give a 
broad insight into the industrial world of activity and yet 
develop the individual's capacity for esthetic appreciation 
to the highest degree of which he is capable. The pur- 
pose underlying the training of the child industrially must 
not alone be the production of more at less cost. Indus- 
trial training in education is not to be allied with exploita- 
tion. The chief, animating purpose must be to insure the 
welfare of the child by widening his opportunities. It 
is only thus that we may safeguard the welfare of so- 
ciety. 

The new education must embody in it the larger, 
broader aim of training for citizenship. In the past we 
have believed that training in the principles of citizen- 
ship would somehow take care of itself. We have be- 
lieved that no group or nationality could withstand the 
fusing influence of our great melting pot. How greatly 
v/e have erred in this belief is evidenced most strongly by 
the persistence of German ideals among German immi- 
grants and their descendants. We have failed to make of 
many of these people real Americans. The existence of 
conflicting groups in our national life is shown by the 
continuous struggle between labor and capital. The di- 
vision of a large portion of our population into two great 
groups is not without elements of good, within certain 
limits. Both labor and capital, have learned the value 
and power of united force, of co-operation, in contrast to 
individual competition. But the elements of danger to 
the Republic in the situation are immense. Should the 
schism prove permanent, then we are already divided 
into classes. But it must not continue. The first consid- 
eration of all American citizens must be. not the interests 
of the laboring group, nor the interests of the moneyed 
group, but the interests of free America. Through the 
schools as the first medium we must teach that Ameri- 
can citizenship with its gift of privileges, imposes duties. 
We must instill into the minds of growing boys and girls 
ideals of citizenship which shall insure justice to all. With 



THE INAUGURATION OF PRESIDENT JARDINE 31 

justice secured, the forces of labor and capital will be 
free to unite to insure a more perfect democracy. 

The evolution of the new education in which in- 
dustry is to be safely utilized at its full value, and in 
which the spirit of American citizenship is to be instilled 
into the child, forms one of the great tasks of the read- 
justment period and the future. The land grant msti- 
tutions of the United States embody the successful work- 
ing out of the first attempt of the federal government to 
connect the industries with education. Once pioneers m 
a new field, braving adversities to be encountered in un- 
trodden paths, now accepted as duly accredited members 
of the society of higher educational institutions, they must 
not forget their obligations to those who would blaze new 
trails. They cannot ignore new educational needs. 

There are two functions which the Agricultural and 
Mechanic Arts colleges may be expected to perform in 
helping to initiate universal secondary vocational educa- 
tion. The first of these is to make available in adapted 
form to secondary schools, for use in their curricula, a 
considerable part of the practical subject matter in agri- 
culture, home economics, and mechanic arts which has 
heretofore been reserved for the college curricula. The 
second of these functions is that of providing trained men 
and women for the teaching corps of secondary vocational 
schools. 

The war has demonstrated as never before the value 
of education, especially of the kind of education which 
prepares men and women for definite tasks. During the 
war the government manifested its appreciation of the 
technically trained man by using the colleges and uni- 
versities in the training of national army men and in the 
establishment of the Students' Army Training Corps. 
It indicated its recognition of the need which the educa- 
tional institution must fill in the reconstruction period, 
by its system of utilizing college equipment and teaching 
force in preparing men for military service. It thereby 
made it possible for practically all to retain their full in- 
structional forces and remain prepared to handle prob- 
lems as they might arise during the conflict and there- 

in the development of the educational system of this 
country, the national government has come to partici- 
pate to a large extent in educational affairs. National 
establishment and supervision of schools for the Indians, 
for the territory of Alaska, and for our island possessions 
were necessary. The first direct entrance of the na- 
tional government upon educational relations of a prac- 



32 THE INAUGURATION OF PRESIDENT JARDINE 

tical character and on an extensive scale, was the es- 
tablishment of the land grant colleges of agriculture and 
mechanic arts. This has been followed recently by pro- 
vision for vocational education in the high schools. Our 
disabled soldiers and sailors require special training for 
rehabilitation and this the government is providing. 
These different educational activities of the national gov- 
ernment are not administered by a single government 
agency. On the contrary, as a natural outgrowth of our 
rapid development, national educational supervision is 
scattered through eight of the ten departments of the 
federal government. 

There is now a movement under way in this country 
to establish a federal department of education and to 
centralize all of the educational activities of the national 
government under one head. From the theoretical stand- 
point, this would seem logical and in line with efficiency. 
The established system, however, possesses advantages 
which cannot be overlooked and which would be seriously 
jeopardized by a strong centralization of supervision. 
When the Land Grant colleges were established, their 
national supervision was entrusted for the most part to the 
Department of Agriculture. For more than fifty years 
these institutions have worked together and out of this 
experience has grown a most satisfactory and harmon- 
ious relationship. The common interests, aims, and ideals 
of the agricultural colleges and the Department of Agri- 
culture have made possible more rapid progress than 
could otherwise have been achieved. Were a strongly 
centralized federal department of education to be estab- 
lished, the old, conservative, academic ideals of educa- 
tion might easily predominate and retard immeasurably 
the evolution of the new education in which industry is to 
be properly utilized and the best Americanism developed. 

There are undoubtedly improvements needed in our 
national education which could be best effected through a 
strong national educational center, and the project is one 
which merits the best thought of all those interested in 
the cause of education. But in working out a plan for 
centralization, the advantages of the present system must 
be safeguarded if all educational forces are to maintain 
a united front. 

The program which I have outlined is a program for 
education in the United States, a program designed to 
promote the best Americanism, the purest ideals of de- 
mocracy. But education in this country alone is insuffi- 
cient. With modern transportation facilities, with mod- 
ern methods of gathering and transmitting news, with 



THE INAUGURATION OF PRESIDENT JARDINE 33 

modern interests transcending community, state, and na- 
tional lines, practically any national problem may at any 
moment become an international problem. Education 
cannot deal with the United States as it was a century 
ago, when our educational system was developing — a 
nation isolated, self-supporting, self-sufficient. 

Ultimately, the education which is necessary is world 
education. Every step possible must be taken to insure 
that education be disseminated over the entire world and 
that it be democratic education, not education designed 
to develop efficiency at the expense of initiative, or ac- 
quisitiveness at the expense of justice. Moreover, peo- 
ples of varying temperament, ideals, and other racial 
characteristics must by education be led to an understand- 
ing of each other. Insistence on these two principles in 
world education — democracy and mutual understanding 
— will do more than any other one thing to make wars 
impossible. Any league of nations which is established 
may wisely have somewhere in its organization, a com- 
mission on education to suggest to the constituent nations 
large general plans which would lead toward the ful- 
fillment of the ideals which all right-thinking nations 
seek. We cannot have a world curriculum, but we can 
have world ideals toward which education in all coun- 
tries may strive. 

Upon us, servants of the new era in world politics 
and in world education, has the mantle of the ancient 
leaders fallen. They laid the foundation upon which we 
must build the super-structure. By the touch of that 
mantle in our hands — be they quickened with justice and 
zeal — ^the waters of error, of injustice, of prejudice, will 
be swept aside, and education for democracy will cross 
over into its own. 



34 THE INAUGURATION OF PRESIDENT JARDINE 

The Reverend Wilbur Nesbit Mason, Bachelor of 
Arts, Master of Arts, Bachelor of Sacred Theology, Doc- 
tor of Divinity, Member and Acting Secretary of the 
Board of Administration, brought felicitations from that 
body, speaking as follows: 

ADDRESS BY DOCTOR MASON 

Mr. President, Distinguished Visitors, Faculty, and Friends: 

It is reason for real regret on your part, at it cer- 
tainly is cause of regret to me, that his Excellency, Gov- 
ernor Allen, Chairman of the Board of Administration, 
finds it impossible to be present to bring the greetings of 
the State and of the Board at this time. The Governor 
has already sent his regrets ; but yesterday asked me to 
express his high personal esteem for President Jardine 
and his confident anticipation of an administration that 
will bring to this College enlarging usefulness in the 
service of the State. 

The inauguration of a new president is an important 
event in the history of any institution. This is especially 
true in the history of the Agricultural College. Coming 
as you do. President Jardine, as successor to our honored 
friend, Dr. Henry J. Waters, and becoming the most 
recent addition to the line of honorable men who have 
been President of this institution, you are charged with a 
large task in carrying forward the work in these stirring 
and momentous days. Were you only to maintain the 
high standard of service rendered by your predecessors, 
you would have a man's task ; but to do what their work 
has made possible and what your own high sense of duty 
and privilege demands, you must more than maintain 
what has already been wrought. The past history of this 
institution and the present opportunity challenge you to 
render the best service ever performed by any President 
of this College. I congratulate you upon the high resolve 
that we know has formed within you, and with eager 
confidence we pledge to you our support in seeking the 
goal that you have set before you. 

I congratulate you upon the material with which 
you have to work. Some men take the rude stone and 
with the touch of genius shape it into the stately building, 
eloquent of high thought, soaring into the very presence 
of the Divine. Another man may form rough marble 
into a statue whose breast seems truly to heave with the 
throbbing life of a Venus de Milo. The painter mixes 
his colors and with the brush of a master, creates a 
Sistine Madonna whose parting lips speak of the Mother- 



THE INAUGURATION OF PRESIDENT JARDINE 35 

hood of God. But you deal with material far more sacred 
and crowded with far greater possibilities. Here are 
gathered the raw materials out of which are made, un- 
der your guidance, men and women of tomorrow. 
Kindled by your enthusiasm, inspired by your ideals, they 
are to make the citizenry of a progressive commonwealth ; 
men who will right wrong, correct abuses and lift the 
standards of living until, with the poet, we cry out, "What 
a work of God is a man!" 

I congratulate you upon the motives to which you 
are privileged to appeal. In the midst of a world so given 
to material things and so absorbed in measuring values 
in terms of sense, the College, and especially the President 
v/ho directs the policy of the College, have a large and 
definite task set before them that they may keep alive 
and fan into a glowing flame those passions of youth 
that are the finest things of human life. If hate is ever 
justified in the heart of men, shall it not be a hatred 
of wrong and of falsehood? What love, among all our 
human loves, may be compared with the love for truth? 
If ever the hand grows weary at its work or the heart 
grows faint before its task, the educator must arouse that 
courage and devotion which will hold the young steady 
in their loyalty to truth. "Not what I am, but what I 
aspired to be, comforts me," It is the educator who 
opens to the inquiring mind that undiscovered country of 
high aspirations and holy enthusiasms. What matter 
the odds against a man who has within himself these 
wellsprings of eternal life? To tap these springs, Mr. 
President, is your great privilege. 

I congratulate you because of the mission to v/hich 
you are to point the young people who are under your 
care. Education may almost be said to be another name 
for vision. The "mute inglorious Milton" or a "Cromwell 
guiltless of his country's blood" is such, not merely be- 
cause he has had no chance, but because he has not 
climbed to the mount of vision whence he may see the 
widespread fields of opportunity. It is the business of the 
College to guide young people to these peaks of vision, and 
you, Mr. President, may truly be called the chief guide of 
this group of guides that we call the faculty. Men are 
willing, even glad, to do if only they may find the thing 
that is worth doing. You are to aid them in making the dis- 
covery. You are to tell them that not more acres in their 
farms, more grain in their bins, more cattle on our Kansas 
plains, are to be the goal of their striving; but a finer 
tone in community life, a kindlier spirit and truer, wider 
brotherhood — these are the things really worth while. 



36 THE INAUGURATION OF PRESIDENT JARDINE 

The honored guest representing the United States 
Government here today, Commandant at Funston, Gen- 
eral Leonard Wood, has more than once given living 
proof of the point I make. Years ago, when home from 
his great work in cleaning up the Island of Cuba, making 
it a fit place in which to live, Harvard University, of 
which he was twice an alumnus, conferred upon him 
the highest honorary distinction she could give — the 
Doctorate of Laws. President Eliot, in granting the 
degree, rightly called him, — remembering his remarkable 
work in Cuba — "Redeemer of a Province." On the same 
visit home, as I recall, a great corporation offered him 
its presidency with a salary of $30,000 per year. General 
Wood, in declining it, said, "Gentlemen, there are some 
things money cannot buy." From his standpoint, far 
better was it to stamp out yellow fever in Havana, making 
the conditions of human life not only tolerable but joyous. 
So are you, Mr. President, to teach our Kansas youth 
that fine idealism which will make them redeemers of a 
commonwealth ; to redeem farm life from its dreary 
monotony and its crass materialism, to make the farmer's 
home a place of beauty, to give the village such a quick- 
ening that it shall break away from its narrow and killing 
provincialism, to make the city wholesome and to make 
the slum impossible — this is a work worth while. 

In the name of the State and of the Board having 
charge of this College, I summon you, Mr. President, to 
this far-reaching service. 

The Music Faculty Quartet then sang "Loch 
Lomond," as arranged by Clough Leighter. 

ADDRESS BY GENERAL WOOD 

Major General Leonard Wood, United States Army, 
Doctor of Medicine, Doctor of Laws, Commanding Offi- 
cer, Camp Funston, was then introduced, and expressed 
his appreciation of the spirit of cooperation and help- 
fulness shown by President Jardine and the Faculty in 
establishing educational facilities for the soldiers on the 
campus and at Camp Funston. He touched upon the 
subject of universal obligation for service to the Nation. 
He emphasized the value of prohibition in training the 
army, pointing out the fine qualities kept fresh by ab- 
stinence from intoxicants. He spoke in praise of the men 
in the Thirty-fifth, Eighty-ninth, and Tenth Divisions. 



THE INAUGURATION OF PRESIDENT JARDINE 37 

Frank Strong, Bachelor of Arts, Master of Arts, 
Doctor of Philosophy, Doctor of Laws, Chancellor of the 
University of Kansas, brought felicitations from the 
other educational institutions established by the State of 
Kansas. He said: 

ADDRESS BY CHANCELLOR STRONG 

Mr. Chairman, Mr. President, and Ladies and Gentlemen: 

I wish to express my great pleasure in being allowed 
to represent the University of Kansas at the inauguration 
of President Jardine. On behalf of the University of 
Kansas I congratulate him most sincerely and hope for 
him a long and successful administration. I do this both 
as the head of a sister institution and a citizen of the 
State and as an alumnus of the Kansas State Agricultural 
College, for the College did me the honor of granting me 
an honorary degree when President Henry J. Waters 
was inaugurated. 

I feel a sincere interest in the work of the Agricul- 
tural College. The day is past when State institutions 
look with envy and distrust upon each other. The more 
this great College thrives and adds to the wealth and 
happiness of the State the better it is for all the rest of 
us. So far as the University of Kansas is concerned, the 
larger support you get at Manhattan, the better we shall 
like it. 

Of course the great field of this College relates to 
the greatest of all the industries of this State. Kansas is 
in very large measure still an agricultural community. 
It is no wonder that it regards with so much concern and 
confidence the development of its Agricultural College. 
I believe the state is happy also in the fact that the Agri- 
cultural College does not confine itself to the immediate 
economic advantages of the state, but also trains its young 
people for a high and noble position in life and for high 
ideals of conduct and citizenship. 

A good deal has been said here and elsewhere in 
regard to the current from the farm to the town and 
city, and the relation of agricultural colleges to it. In 
my opinion, this current cannot be stopped. It has been 
running for many centuries. There ought to be a com- 
pensating current running from town to the country. 
This is not likely to happen, however, until conditions of 
living in the country, until Church, school and social op- 
portunities are on the whole commensurate with those of 
the town and city. To accomplish this, roads that are 



38 THE INAUGURATION OF PRESIDENT JARDINE 

good the year round are necessary, large, well-built, and 
well-appointed schools are indispensable, well-supported 
churches with competent leadership are also indispensa- 
ble, and with these must go some social center at which 
the social life of the community may be adequately 
cared for. 

Dr. Frederick W. Lewis, President of the College 
of Emporia, who had expected to present the greetings 
of the privately supported institutions of Kansas, was 
unable to be present. 

Samuel Alexander Lough, Bachelor of Arts, Master 
of Arts, Doctor of Philosophy, President of Baker Univer- 
sity, was introduced, and spoke as follows: 

ADDRESS BY DOCTOR LOUGH 

Mr. Chairman, Mr. President, Ladies and Gentlemen: 

I sincerely and heartily join this audience in the feel- 
ing of regret that President Lewis is not present. Since 
he is not here it is with great pleasure that I bring the 
congratulations of the private colleges of the State to 
President Jardine and the great institution over which he 
has been called to preside. The State of Kansas is to be 
congratulated upon securing as the President of one of 
her greatest educational institutions this man, who has 
been so favorably identified with the college and now 
comes to his great task with ripe scholarship, extensive 
experience, and demonstrated fitness. 

We of the private colleges gladly participate with 
all the citizens of Kansas in legitimate pride in the history 
and development of this College. We rejoice as we think 
of the fine way in which our Kansas Agricultural College 
has successfully met the challenge of this great agricul- 
tural State. This College has had a great past; in its 
present activities it is effectively and extensively serving 
the interests of the State ; it fronts a future of opportunity 
and possibility even greater than the achievement of the 
past and the service of the present. Two conditions 
sound educational effort must meet: It must provide vo- 
cational training in harmony with the industrial and 
economic conditions; it must equip boys and girls so 
trained to give delightful content to the leisure part of 
life. The vocational challenge of this state is and will 
always be prevailingly agricultural. We now everywhere 
recognize that one of the big and perplexing problems 



THE INAUGURATION OF PRESIDENT JARDINE 39 

of rural life is spiritual and social in nature. Consequent- 
ly there exists nowhere a greater educational oppor- 
tunity than that which confronts this institution. With 
all thoughtful citizens of this Commonwealth we here 
express our satisfaction with our Board of Administration 
in selecting President Jardine to direct the activities of 
this College in this great work. 

The private colleges do not covet this magnificent 
plant. They do not envy you because of your great op- 
portunity. They heartily congratulate you. Speaking 
for all, let me assure you that you have and will always 
have our hearty sympathy, our sincere good will, and our 
loyal support. We sincerely wish for this institution a 
more stable and increasingly abundant support. To this 
end you may confidently count on us to vote and work. 

The Benediction was then pronounced by the Rev- 
erend Doctor Fisher. 



At 6 o'clock the annual Farm and Home Week din- 
ner was served in the barracks by the Department of 
Domestic Science. The dinner was this year in special 
honor of President and Mrs. Jardine. 

President Jardine spoke briefly, introducing Mr. 
Francis D. Farrell, Dean of Agriculture, as Toastmaster. 
Addresses were made by Professor S. A. Beach, Iowa 
State College ; Captain D. D. Casement of Manhattan ; Mr. 
George I. Christie, Assistant United States Secretary of 
Agriculture ; Doctor D. E. Kurtz, President of McPherson 
College ; Doctor Wilbur N. Mason and Mr. C. W. Green, 
of the Board of Administration ; Doctor Julius T. Willard, 
Vice-President of the College and Dean of General 
Science; Mr. A. A. Potter, Dean of Engineering; and 
Mr. Harry Umberger, Acting Dean of College Extension. 
Mrs. Jardine responded to a toast offered in her honor. 



The ceremonies of Inauguration Day were concluded 
with an informal reception in Nichols Gymnasium, com- 
plimentary to President and Mrs. Jardine. 



40 THE INAUGURATION OF PRESIDENT JARDINE 

BIOGRAPHICAL 

Doctor William Marion Jardine comes from a family 
of farmers. His parents were engaged in farming in 
Oneida County, Idaho, in 1879. when he was bom. 

Brought up on farms and ranches, Doctor Jardine 
acquired a practical knowledge of agriculture before at- 
tending college. He still owns a farm and directs its 
operation. 

Doctor Jardine was graduated from the Utah Agri- 
cultural College in 1904, and immediately became In- 
structor in Agronomy in that institution. In the following 
year he became Professor of Agronomy, resigning that 
position to take charge of dry land investigations for 
the United States Department of Agriculture. In 1910 
he came to the Kansas State Agricultural College as Pro- 
fessor of Agronomy, and three years later became Dean 
of Agriculture and Director of the Agricultural Experi- 
ment Station. 

In 1912 Doctor Jardine was lecturer in the Graduate 
School of Agriculture, which was held that year at the 
Michigan Agricultural College. From 1908 to 1915 he 
was a director of the Northern Pure Seed Company. He 
is a fellow of the American Association for the Advance- 
ment of Science. In 1915-1916 he was President of the 
International Dry Farming Congress, and in the following 
year he was elected President of the American Society of 
Agronomy. He was Vice-Chairman of the Kansas Coun- 
cil of Defense and Chairman of its Committee on Agri- 
cultural Production. In 1916 Campbell College conferred 
upon him the degree of Doctor of Laws. 

Doctor Jardine was married to Miss Effie Nebeker 
in 1905. They have three children. 

Doctor Jardine is recognized as one of the world's 
principal authorities on dry farming, and his papers and 
bulletins on this subject are read in foreign countries as 
well as in the United States. 



THE INAUGURATION OF PRESIDENT JARDINE 41 

HISTORICAL 

The Kansas State Agricultural College was founded 
in 1863. 

Preceding Doctor Jardine, six Presidents served the 
College, as follows: 

1863-1873 — The Reverend Joseph Denison, A. M., 
D. D. 

1873-1878 — The Reverend John A. Anderson, A. B. 

1878-1897 — The Reverend George Thompson Fair- 
child, A. M., LL. D. 

1897-1899— Thomas Elmer Will, A. M. 

1899-1909 — Ernest R. Nichols, A. M., Ph. D. 

1909-1918 — Henry Jackson Waters, B. S. A., LL. D. 

ARRANGEMENTS FOR THE INAUGURATION 

Arrangements for the inauguration of Doctor Jar- 
dine were in charge of a general committee consisting 
of Professor Albert Dickens, '93; Professor Harry- 
Llewellyn Kent, '13; and Doctor Julius Terrass Willard, 
'83. 

Special committees charged with particular duties 
were as follows: 

Committee on Ceremonies — Professor J. E. Kam- 
meyer. Professor J. V. Cortelyou, and Dean Helen 
Bishop Thompson. 

Committee on Music — Professor A. E. Westbrook 
and Professor R. H. Brown. 

Committee on Military Affairs — Captain George 
Sturges and Professor R. H. Brown. 

Committee on Luncheon — Miss Margaret Haggart, 
Professor J. O. Hamilton, Miss Jen L. Cox, and Miss Helen 
Green. 

Committee on Evening Reception — Dean Mary 
Pierce Van Zile, Miss Frances Brown, and Dean Harry 
Umberger. 

Committee on Decorations — Professor M. F. Aheam, 
Mrs. Bessie Birdsall, and Miss Araminta Holman. 

Committee on Engraving and Printing — Professor 
Nelson Antrim Crawford. 



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